Lesson 14: Quest Speaker Introductions/ Work Period
Lesson15:
Community Resource about Aboriginal Youth
Lesson 16: PSA
Lesson 17:
Finishing the play and Introducing play
Lesson 18:
Quiz/PSA Presentations
Lesson 19:Students' Voices
Lesson 20: Bill Hill
At the beginning of class, teachers should discuss with students the ‘shared learning targets’ by visually and orally going through the day's agenda. By having the day's agenda and learning goals on the board, students will have a sense of what is the expected of them and will have an anticipation guide for the lesson. For teachers too, these visual reminders keep us atop of the material we need to cover while still allowing spontaneous discussions and other ' teachable moments' to occur. Learning goals for the entire week could be also shared with students on Mondays. In terms of the play’s whole class readings, teachers should assign students certain days to read but also remind students of the weekly reading schedule so that they may practice reading their roles prior to the in-class reading.
Teacher & Student Warning
Before starting this unit it will be necessary to warn students about the sensitive topics discussed and the language that the characters use to express themselves. We anticipate misconceptions about First Nations culture, peoples and reserves throughout the unit but have made this of particular focus during the first week’s discussions about stereotyping and engaging/dispelling prior knowledge. Teachers should therefore be ready to address those stereotypes in a constructive but caring way. The play’s portrayal of rape, domestic abuse, poverty and victimization will be uncomfortable however we hope to engage students in discussions in an open and restorative nature.
Accommodations/Modifications
English Language Learners (ELLs). While we would want ELLs to gain a greater oral fluency through the unit’s heavy emphasis on oral communication, we are also aware that it is not a complete gauge of a student’s kills in “vocabulary, sentence structure, reading comprehension, or other aspects of language proficiency that play an important role in literacy development and academic success” (Virtual). However to support ELLs language acquisition further in our classroom community, we would make use of peer support. As teachers of these students, as with any student, we would build upon their prior native language skills and the English language skills from the ESL/ELD classes they needed prior to entry into our mainstream English class. Once in our class, some adaptations would be:
using a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks, pre-teaching of key vocabulary; peer tutoring; strategic use of students' first languages).
using a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity).
using assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).
permitting the use of a translation dictionary on assessments.
having students keeps a dictionary of terms using first language words.
providing reading material in advance.
providing additional time for processing language.
having the library staff identify resources with appropriate reading level when research is required.
advising ESL/ELD staff in advance when significant written work will be required.
requiring one-on-one assistance to edit and revise written work.
Students with Special Education Needs. Having reviewed our class and student profiles at the beginning of the year, we would have made adaptations according to the needs of our exceptional students. Recognizing that English courses reflect the multiliterate world around us, we would offer students various entry points into the curriculum and various ways to demonstrate their learning while recognizing that “ [e]ach student has their own unique patterns of learning and all can meet with success” ( Virtual). Similarly to ELLs, these students would be encouraged to seek out peers support for the development of their academic and the social skills in our classroom community. Here are some strategies we would use:
Provide step-by-step instructions.
Help students create organizers/foldables for planning writing tasks.
Advise Special Education staff in advance when students will be working on major assignments.
Record key words on the board or overhead when students are expected to make their own notes.
Allow students to report verbally to a scribe (teacher or student) who can then help in note taking.
Permit students a range of options for reading and writing tasks.
Timelines may need to be extended to give students more time to process language and put their thoughts into words.
Where an activity requires reading, provide it in advance.
Provide opportunities for enrichment.
Use of assistive technology such as Dragonair, Kurzweil etc.
One should note that some of the adaptations for ELLs and students with special education needs overlap and would certainly benefit the whole classroom’s success as well.
References: Public District School Board Writing Team, ENG 3U Corse Profile.Toronto: Queen’s Printer, 2001.Print. Virtual High School: Ontario. ENG3U - English Course Outline. 2005.Web. 17 Feb 2012. https://www.virtualhighschool.com/courses/outlines/eng3u.asp
Play’s and Playwright’s Context
Oral Tradition
Geography & Multiculturalism
Show It If You Know!
Myths
Victimization and Voice
Read & Work Period
Presentations
Quiz
8th Fire
Mapping Character Webs
Work Period
Community Resource about Aboriginal Youth
PSA
Finishing the play and Introducing play
Quiz/PSA Presentations
Bill Hill
At the beginning of class, teachers should discuss with students the ‘shared learning targets’ by visually and orally going through the day's agenda. By having the day's agenda and learning goals on the board, students will have a sense of what is the expected of them and will have an anticipation guide for the lesson. For teachers too, these visual reminders keep us atop of the material we need to cover while still allowing spontaneous discussions and other ' teachable moments' to occur. Learning goals for the entire week could be also shared with students on Mondays. In terms of the play’s whole class readings, teachers should assign students certain days to read but also remind students of the weekly reading schedule so that they may practice reading their roles prior to the in-class reading.
Teacher & Student Warning
Before starting this unit it will be necessary to warn students about the sensitive topics discussed and the language that the characters use to express themselves. We anticipate misconceptions about First Nations culture, peoples and reserves throughout the unit but have made this of particular focus during the first week’s discussions about stereotyping and engaging/dispelling prior knowledge. Teachers should therefore be ready to address those stereotypes in a constructive but caring way. The play’s portrayal of rape, domestic abuse, poverty and victimization will be uncomfortable however we hope to engage students in discussions in an open and restorative nature.
Accommodations/Modifications
English Language Learners (ELLs). While we would want ELLs to gain a greater oral fluency through the unit’s heavy emphasis on oral communication, we are also aware that it is not a complete gauge of a student’s kills in “vocabulary, sentence structure, reading comprehension, or other aspects of language proficiency that play an important role in literacy development and academic success” (Virtual). However to support ELLs language acquisition further in our classroom community, we would make use of peer support. As teachers of these students, as with any student, we would build upon their prior native language skills and the English language skills from the ESL/ELD classes they needed prior to entry into our mainstream English class. Once in our class, some adaptations would be:Students with Special Education Needs. Having reviewed our class and student profiles at the beginning of the year, we would have made adaptations according to the needs of our exceptional students. Recognizing that English courses reflect the multiliterate world around us, we would offer students various entry points into the curriculum and various ways to demonstrate their learning while recognizing that “ [e]ach student has their own unique patterns of learning and all can meet with success” ( Virtual). Similarly to ELLs, these students would be encouraged to seek out peers support for the development of their academic and the social skills in our classroom community. Here are some strategies we would use:
One should note that some of the adaptations for ELLs and students with special education needs overlap and would certainly benefit the whole classroom’s success as well.
References:
Public District School Board Writing Team, ENG 3U Corse Profile. Toronto: Queen’s Printer, 2001.Print.
Virtual High School: Ontario. ENG3U - English Course Outline. 2005.Web. 17 Feb 2012. https://www.virtualhighschool.com/courses/outlines/eng3u.asp